Curriculum Design On-Line
Around The World
In 45 Days
Or
It's A Small, Small World!
An Integrated, Interdisciplinary,
Thematic Unit On
The Commonalties Between
All People And Countries
OF The World
For 10th Grade
Global Awareness/English
Curriculum Design for Excellence.
All Curriculum Units are a result of
Dr. T. Roger Taylor's 5 day Curriculum Writing Institute
Connecting the Curriculum: Using an Integrated, Interdisciplinary, Thematic Approach.
For more information on this and other workshops,
call Curriculum Design for Excellence at
(630) 852-8863
OVERVIEW
I. CONTENT: (Why is this unit important?)
"Those who can not remember the past are condemned to repeat it", according to American author George Santayana. Nationalism, racism, culturalism and ethnicism. These were among the underlying causes of World Wars I and II. These same forces are again rampant throughout the world. Are we moving toward World War III? Our goal is to better understand and accept all world cultures, to promote global awareness and a world without boundaries, to demonstrate that people are more the same than different and to create global interdependence. It is after all a small, small world.
II. PROCESS: (How are the thinking skills developed?)
Students will demonstrate knowledge and comprehension of commonalties and differences of many of the world's societies. Students will apply higher order thinking skills through role-playing, class discussion, coop groups and individual projects.
III. PRODUCT: (What will kids do/know as a result of this unit?)
After completing this unit, students will understand and appreciate the diversity and the sameness of world cultures. Students will use this knowledge to promote global interdependence rather than cultural independence.
Unit Overview alignment with
State/District Pupil Performance Outcomes
GOAL 1:
To prepare students for a culturally diverse school, community and society.
GOAL 2:
To prepare students for a global insights course which will study areas more in depth.
GOAL 3:
Students will learn what similarities exist between all cultures. Each student will present a culture in the form of a culturegram and also show what it has in common with other cultures.
GOAL 4:
To prepare students for English class with a series of short readings as opposed to a longer novel.
I-SEARCH INDEPENDENT RESEARCH PROJECTS
FOR GIFTED AND TALENTED STUDENTS
State each research project with an investigative focus and a
"hands-on" product to show research outcome.
1. PARADOXES:
Religious wars -- kill a non-believer for God
The philosophies of most religions are involved with promoting peace, harmony and understanding. The philosophy of war deals with harming, killing, and conquering.
Product: Create a photojournal showing religious presence in wars
2. ATTRIBUTES:
Deforestation -- my needs vs. your needs
Compare and contrast the attitudes of environmentalists vs. industrialists with regard to the rain forests.
Product: Choose one side to support in a debate over the advantages vs. the disadvantages of cutting the rain forests.
3. ANALOGIES:
Parade vs. protest -- Which is the proper name for your walk?
Examine the different attitudes held by various groups toward the soldiers returning from World War II and Viet Nam.
Product: Create two collages comparing the reception of the troops returning from the two wars
4. DISCREPANCIES AIDS:
What if we work together?
Independent and often unsupported research has occurred all over the world. Would lives have been saved or would a cure already exist if this research were coordinated to avoid duplication of effort and expense?
Product: Write a letter to the United Nations urging that body to form an international coalition whose purpose is to share knowledge and research.
5. PROVOCATIVE QUESTIONS:
Why can't Johnny, Ninkimbo or Nepal read?
Education has been a major goal of all governments in the world. In the 1990's, why can't children throughout the world read?
Product: Volunteer for at least four hours per month for three months at a day care, preschool or kindergarten setting to help teach reading.
6. EXAMPLES OF CHANGE:
Unemployment -- From G.E.D. to Ph.D.
The types of people who are becoming jobless is changing at a rapid rate. Unemployment affects people with no skills and people with Ph..D.'s. What effect does the loss of these jobs have on our economy, and how can these people be reintegrated into the job market.
Product: Write a persuasive speech or make a video in which you explain the causes for unemployment and what can be done to correct these problems.
7. EXAMPLES OF HABIT:
Family size -- Yesterday, today and tomorrow
Rural areas of the world have traditionally valued large families. China is currently discouraging multiple children. Religions are divided on the issue as are governments. What is the responsible stand?
Product: Create a time line showing world population in the past and present, with predictions of the populations into the future at least three hundred years.
8. ORGANIZED RANDOM SEARCH:
Terrorism -- What is it good for?
Watch news clips of the Oklahoma bombing, the World Trade Center and the U. S. military base in Sarajevo.
Product: Make a labeled diagram depicting the physical layout at one of the sites. Create and include a physical means which would have prevented or minimized the destruction of property and lives.
9. SKILLS OF SEARCH:
Human Rights -- We can get there from here
Research the efforts made for guaranteeing equal rights to all citizens of the world and the strategies used to accomplish them in the post World War II world.
Product: Make a bulletin board showing the accomplishments. What areas are being worked on now and what areas need to be covered in the future. What strategies should be used?
10. TOLERANCE FOR AMBIGUITY:
Nuclear weapons -- the bigger the bomb, the better
Since the first atomic bomb was dropped on Hiroshima in 1945, many countries have spent great resources and much time developing more and bigger weapons.
Product: Write a letter to your grandchildren in the year 2040 which traces the development of nuclear weapons and nuclear power during your lifetime. Tell your grandchildren the benefits that disarmament had or the destruction that nuclear war or accident caused.
11. INTUITIVE EXPRESSION:
We are the world.
Choose an artist who represents a global perspective in his/her art and research five (5) of his works.
Product: Create a poem, picture, or collage that captures the essence of this artist's work.
12. ADJUSTMENT TO DEVELOPMENT:
Hunger
The United States sent medical assistance to Ethiopia to assist in the treatment of infant mortality and childhood diseases. Ethiopians have lived longer and thus have depleted many resources and food supplies. What have we learned about U.S. involvement in other country's problems.
Product: Make a political speech advocating a change in policy regarding U.S. intervention in foreign affairs.
13. STUDY CREATIVE PEOPLE AND PROCESS:
Review the founders of at least five (5) of the world's religions. Consider their situations, time periods, locations, etc.
Product: Present a "Talk show" (either live or taped) where these leaders are present and discuss their views and beliefs. Make sure to cover the creation of the religions.
14. EVALUATE SITUATIONS:
The involvement of the U.S. in other country's affairs is often controversial. This is the case with the Desert Storm war. Do you agree or disagree with our decision to join the conflict?
Product: Write and illustrate a book for children which h explains Desert Storm and reflects your opinion.
15. CREATIVE READING SKILL:
Read the story "A Sandpiper to Bring You Joy", by Mary Sherman Hilbert. This is from the book Chicken Soup for the Soul, by Jack Canfield and Mark Hansen.
Product: Rewrite this story placing it in a different country and a different setting. You will read this story to the class.
16. CREATIVE LISTENING SKILL:
Choose ten (10) selections of music which address race relations.
Product: Use parts from these ten (10) songs to make one master tape to play for the class. Hand out a copy of the lyrics used in your songs.
17. CREATIVE WRITING SKILL:
Survey local residents to measure areas of concern regarding crime.
Product: Write a letter to the local police chief expressing the results of your survey and request a response addressing those concerns.
18. VISUALIZATION SKILL:
Visually dramatize your rage at the abuse of people that takes place in the world.
Product: Create any visual product (e.g. sketch, sculpture, mobile) and a selection of poetry to accompany the visual.
These 18 H.O.T.S. skill categories were adapted from Dr. Frank Williams.
CRITICAL THINKING SKILLS
[ACADEMIC]
ANALYZING HUMAN ACTIVITIES! (AHA!)
(The 10 Foundational Activities of Humans)
©Dr. T. ROGER TAYLOR
CURRICULUM DESIGN FOR EXCELLENCE, INC.
P. O. BOX 4505 - OAK BROOK, ILLINOIS 60522
Tel: 630-852-8863 - FAX: 630-325-3281
1. PRODUCING, EXCHANGING, AND DISTRIBUTING [ECONOMICS] (Textbook or Database ____)
KNOWLEDGE:
Anticipatory Set 1: Read the poem "There Will Come Soft Rains."
Anticipatory Set 2: Watch the beginning of Waterworld which depicts the destruction of the word due to nationalism and racism and which demonstrates the economic interdependence of surviving cultures.
Students will bring to class one product which they use. Each product will be examined to determine origin to demonstrate the economic interdependence of their culture.
COMPREHENSION: The students will be able to explain how their lives would change if there was no economic interdependence. ( Note the impact of imports on the quality of the American automobile.)
APPLICATION: Anticipatory Set 1: Watch a film clip of Gung Ho which depicts economic and cultural collisions experienced in a U. S. auto factory that has been purchased by a Japanese corporation.
Anticipatory Set 2. Show a commercial advertising an American car.
Product: In cooperative groups, organize a map that illustrates the location of countries that play an integral part in the manufacturing of a car.
MATHEMATICS/SCIENCE LINK: 1. Students can determine the changes in materials used in auto production and the impact of these materials on the environment.
2. How has the cost of the average auto changed as a proportion of the average income?
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory Set 1: Show a video clip of President Clinton's speech to Congress regarding NAFTA.
Anticipatory Set 2: Distribute a copy of selected excerpts from the NAFTA agreement.
Product: Students will research the background and the consequences of NAFTA. Students will then choose sides and debate the pro's and con's of NAFTA.
INDIVIDUAL JOURNAL ASSIGNMENT:
1. Students will respond to the following concept: If the automobile couldn't be made of what it is now made from, what could be substituted? Would the change be practical? Economical? Possible?
2. See HOMELINK below.
HOMELINK: Students will interview their parent(s) and grandparent(s). How did they get around locally when they were young? What means of transportation did they use for long distances?
2. TRANSPORTATION (Textbook or Database ______)
KNOWLEDGE: Anticipatory Set: View a film clip from Around the World in Eighty Days which depicts different means of transportation that are used to connect the peoples of the world.
Students will describe how different forms of transportation helped to unite and link all cultures of the world.
COMPREHENSION: Identify five reasons why it became necessary for all cultures to develop various forms of transportation to expand their worldly connections.
APPLICATION: Anticipatory Set: After listening to Barbara Streisand's "Come Back to Me" from On a Clear Day students will have a better understanding of how and why transportation developed.
PRODUCT: Plan an international vacation which covers five different geographical areas and uses at least five different means of transportation to and within those areas.
MATHEMATICS/SCIENCE LINK: Students will compute mileage traveled, the amount of time involved, costs and other factors regarding their international trip.
HIGHER ORDER THINKING SKILLS (H.O.T.S.)
Anticipatory set: Students will listen to Judy Collins' "The Coming of the Roads" to gain appreciation of the immigrant experience and the effects and changes transportation causes.
Product: Students will research transportation used to immigrate to other countries and write a newspaper article that chronicles the journey and arrival of immigrants (legally or illegally) into their new country.
INDIVIDUAL JOURNAL ASSIGNMENT: Students will respond to the following concept: If you could move to anywhere in the world, where would it be? Why?
HOMELINK: Students will work with their parent(s) to plan a dream vacation.
3. COMMUNICATIONS (Textbook or Database ______)
KNOWLEDGE: Anticipatory Set: Students will play "Rumor Clinic" (the passing of a brief story from student to student. Students will discuss how and why the story changed even in a small and controlled classroom.
COMPREHENSION: Students will brainstorm reasons why communication is vital to world interdependence. Students will make a timeline of the invention of communication devices.
APPLICATION: Anticipatory Set 1: Students will view a film clip from Midnight Train to Moscow with Billy Crystal performing a pantomime scene. Students will gain a better understanding of the importance of being able to communicate.
Anticipatory Set 2. Students will view the "w-a-t-e-r" scene from The Miracle Worker. Students will realize that sometimes understanding can occur suddenly and insightfully.
Anticipatory Set 3. Students will participate in a game of charades to demonstrate the difficulty of clear communication.
Product: Students will line up in birth order without speaking.
MATHEMATICS/SCIENCE LINK: What do we hear? What happens to cause hearing loss in young people? In older people? What alternatives may improve hearing? (The same may be applied to sight.)
HIGHER ORDER THINKING SKILLS (H.O.T.S.) Anticipatory Set: Students will be given a copy of an Egyptian hieroglyphic, a pictogram, Morse code and Braille as an example of the communications process.
Product: Each student will write a paragraph using one of the above methods. Each student will be responsible for interpreting another student's message.
INDIVIDUAL JOURNAL ASSIGNMENT: Write a letter to a pen pal on another continent telling about your life in this country. What do you want to know about your pen pal's life?
HOMELINK: Students will teach their parents how to sign, "Hello, my name is ______."
4. PROTECTING AND CONSERVING (Textbook or Database _____)
KNOWLEDGE: Anticipatory Set A: View film clip of wedding scene from Fiddler on the Roof, Yentl, The Chosen and A Stranger Among Us or